Another way to identify this would be problem and problem. In CCSS world, this is referred to as the challenge and response. (Images show activities from: RL2.3 and RL.3.3 Unit) Expanding to Focus on a Character’s Challenge and Response This gives students an opportunity to mark up their text and dive in. Passages are SO useful for teaching story elements. They’re the big pieces of the puzzle, so giving the students many opportunities to practice this is key. And story elements are at the root of understanding a story. Reading for understanding is a big part of common core reading. Once you have taught the basic story elements that make up a story (character, setting, events), reading practice and comprehension is a huge skill to master. In Our Mothers’ House by Patricia Polacco.If You Give a Pig a Pancake by Laura Numeroff.Where the Wild Things Are by Maurice Sendak.Cloudy with a Chance of Meatballs by Judi Barrett.Each link is an affiliate link to Amazon. Here are a few mentor texts I suggest for story elements. When teaching story elements, your most effective tool is going to be strong mentor texts. Throughout each of these mentor texts, make sure to identify and discuss characters, settings, events, and problems and solutions for each story. Each group will focus on the story element they’re given and present it to the class. During this mini-lesson, students will learn about the story elements one at a time or all at once and then break into small groups after a read-aloud. This anchor chart and mini-lesson activity will help to break each specific story element up for a first grader and focus on the individual element. Above are two great ideas from other bloggers on teaching Story Elements. I always need something to create WITH the students and have on display to refer back to throughout the unit. Start with anchor charts! Anchor charts are always a necessity when teaching mini-lessons. (Sources: RL.4.3 Story Elements Complete Unit) expanding to focus on the character and their problem.Here are some of the key tasks that I think are important to hit as educators when tackling this standard: In 3rd grade, there is a lot of exploring and inferring that may not be directly written out in the text. RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Įach grade gets a little deeper into students’ inference skills.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.2.3: Describe how characters in a story respond to major events and challenges.RL.1.3: Describe characters, settings, and major events in a story, using key details.RL.K.3: With prompting and support, identify characters, settings, and major events in a story.Here is a breakdown of the standards for first through third grade. So, while a first-grade teacher may read this blog post and think that many of the ideas are too advanced for his or her first graders, remember what the students will need to learn in future grades and try to shape your teaching towards that. Once you start getting into second and third grade, it focuses more on the character and the problems that the character faces. Retelling in first grade covers the basic character/setting/event elements. I think story elements would be a great place to start since you have to master story elements before moving on to retelling. Story Elements can be taught very closely with the retell standard. I’m going to discuss primary grades (kindergarten, first, second, and third grade) when covering teaching story elements. This standard spans over many grades but gets more and more specific the older the kiddos get. I’m going to cover teaching Story Elements today. Welcome back to the 3rd installment of Exploring ELA.
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